Abstract:
The receptive skills involve listening and speaking while the productive skills deals
with giving out information. The purpose of this study is to investigate the challenges
confronting Senior High School students in composition writing and the causes of these
challenges in Dunkwa-On-Offin Municipality. The study employed descriptive survey
design.The design was deemed suitable for the study because of its strengths as it
enabled the researcher to gather information n from the sampled respondents by use of
questionnaire, interview schedule and observational guide. The population of the study
was all students and English Tutors of Senior High Schools in the Dunkwa-On-Offin
Municipality. Multistage sampling technique was employed to select the sample size of
120 students and four English tutors. The data collection tools used was direct
observation and test. The findings revealed that some schools still use product-oriented
method of teaching compositing writing instead of process-oriented approach.
However, three out of the four schools sampled used the process-oriented method. The
study also concluded that insufficient time for composition writing, inability of students
to do more draft work, and students inability to be creative were the causes of poor
performance of composition writing among schools in Dunkwa-On-Offin Municipality.
It was also revealed that engaging students in the cycle of the process of writing enhance
students’ composition writing capabilities. It is therefore recommended that teachers
and parents alike help students of SHS to develop the searching skills through giving
of more search work.
Description:
A thesis in the Department of Applied Linguistics, Faculty of Foreign Languages
Education and Communication, submitted to the School of Graduate Studies, in
partial fulfilment of the requirements for the award of the degree of
Master of Education
(Teaching English as a Second Language)
in the University of Education, Winneba
SEPTEMBER, 2019
